In Sweden, all students study technology during compulsory school. In uppersecondary school, they choose a program based on their own interests andfuture plans. This pilot study utilizes the PATT-SQ-SE questionnaire toexplore its applicability in a different context. The aim is to investigate uppersecondary school students’ attitudes and perceptions of technology andtechnology education, based on their experiences during compulsoryschooling. In the study, students in a Swedish midtown, ages 16-19, weresurveyed. They have completed their technology education in compulsoryschool but have chosen to pursue other programs in upper secondary school,such as Social Sciences, Natural Sciences, or Child and Recreation.

The survey was analysed through the attitudinal components; affective,behavioural, cognitive, and the relationship between them.

The findings provide insights about what these students retain from theirtechnology education in terms of attitudes and teaching content. Byexamining their views and experiences, this study seeks to provide insightsand the impact of technology education in compulsory school.